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All agreed that WT children need adult support in remembering key story language, sequencing and innovating.

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Working at red group.
More practice needed with sound 'th' and reading words with this sound in.
Rare evidence of hold a sentence.
Clear improvement in handwriting, completion of work and overall presentation.
Scored 20/40 on phonics screening (on track to pass).

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Differentiated style questions
Shorter text

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Ready age of 5 on NGRT and 6 on star reader.
Mostly answering bronze questions with a lot of teacher input / guidance.
Struggles to answer in full sentences.

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Pupils working towards are able to demonstrate basic comprehension of the given text, supported by an adult. They are able to answer questions about the text.

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Accessing the texts with support - guided reading group. Reading age 6.01. Attends extra phonics sessions and guided reading intervention with TA.

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RR is new to the UAE and did not attend school in his native country. Reading age is 6:11, and he is able to independently retrieve information. Pupil requires adult support to infer and summarize.

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Is able to make relevant predictions but struggles to support her answer. Very basic when answering questions with little to no evidence used.

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Metropole - WT chn supported through adult questioning. Then they can go back and edit their work in green or answer a more challenging question to progress their learning.

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We all discussed and agreed that children working within can focus on meaningful prints and recognise or be able to retell main events from a range of stories. We discussed that the children within may need some support with vocabulary but once introduced to it, can often pick it up and continue to use independently. We also said that children begin to innovate / predict what may happen next from their own experiences.

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Working at purple group.
Needs to begin speedy reading and learning set 2 sounds.
Improvements in handwriting and quantity of work.
Evident green pen to self correct each of the sounds in the words.

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Pupils are able to use inferencing skills and predict what might happen next in a story, using their creativity. They are extensions provided such as green pen challenges to solidify their understanding.

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MTS ( reading age of 8) inconsistencies in answers however can retrieve, infer and summarize. Their focus area is vocabulary as their lack of knowledge prevents them from achieving more.

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MTS ( reading age of 8) inconsistencies in answers however can retrieve, infer and summarize. Their focus area is vocabulary as their lack of knowledge prevents them from achieving more.

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Children are able to use their inference skills to answer questions independently (most of the time) but sometimes may require support. They can construct full sentences using the correct punctuation and demonstrate good comprehension when answering questions about the given text.

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MTS reading age of 9. This pupil can apply their retrieval and summary skills however they still need support with inference. In lessons, he tackles bronze and silver questions however does not achieve gold.

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Working@ to above -
Can confidently use evidence from a text to infer and answer language based questions. Links her own connections to support her answers.

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We discussed children above national standards can confidently use story language to retell a range of stories. Children above can identify main events in the story and often carry out this learning in their own play. Children above don’t need much support in reading as opportunities arise through play. Children can confidently talk about all elements of the story.  Children above can pick up initial sounds quickly and identify this in CVC words.

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- EAL
- Working at blue group.
- Scored 40/40 on phonics screening.
- Evidence of progress from yellow group.

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Identifying adjectives within a text. Use of technology to access thesaurus to increase vocabulary.

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Sequencing a story

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Student’s NGRT results - Stainine 6
Student can read fluently and clearly.
He can read all commen exception words fluently.
He can summarize and sequence independently.
Student enjoys reading and shares reflections of books read at home often with teacher.

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Student is reading at a stanine of 8 in NGRT
Phonics group - Spelling rules since term 2B
Student reads chapter books regularly at home with parents.
Student can fluently read and naturally makes inferences while reading ‘Vlad must be so scared because Boxton isn’t waking up’
Student can make links to other texts read when encouraged.

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This child works independently without adult input. She is able to read and answer questions that require her to use inference and retrieval skills. This child is challenged by use of vocabulary and replacing words with synonyms.

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Mts NGRT age 15:10. She reads high level texts and achieves gold each lesson. To progress, she works with the teacher on how how use evidence to justify answers and is mastering quoting from the text to support ideas.

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Mts NGRT age 15:10. She reads high level texts and achieves gold each lesson. To progress, she works with the teacher on how how use evidence to justify answers and is mastering quoting from the text to support ideas.

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Reading age 12.10. Works completely independently. Challenging her through novels and AR. Encouraged to write extended answers.

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RDS
Student is able to find clear evidence that links to the emotions and feelings of the character.

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Working Above - this child can highlight figurative language techniques with ease and is able to evidence these from the text to support.

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FPS YEAR 2 This child is SEN level one. She struggles with retaining information from a text and vocabulary. Here the work has been differentiated with giving her reduced text and limited vocabulary to aid her in making independent vocabulary choices. This work was heavily supported by an adult. 

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FPS YEAR 2 This child is SEN level one. She struggles with retaining information from a text and vocabulary. Here the work has been differentiated with giving her reduced text and limited vocabulary to aid her in making independent vocabulary choices. This work was heavily supported by an adult. 

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Use of widgit symbol to scaffold cloze activity. Child can access more independently with initial letter included also.

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- Working at yellow group.
- Progress in handwriting from beginning of the year.
- 28/40 in phonics screening (on track to passing).
- Wave 3, 1:1 support.

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He started the year giving verbal responses. By January, he is responding to the questions more independently now. Reading age 5

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SK (level 3) works with an adult during all reading lessons to scribe his responses. Reading age is 07:01 and can read with some fluency. His area of support is to verbalize his responses with an adult 

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SK (level 3) works with an adult during all reading lessons to scribe his responses. Reading age is 07:01 and can read with some fluency. His area of support is to verbalize his responses with an adult 

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Chn working at Y1 level ARE. Level 3 SEN
Chd can retrieve from a small passage
Used widgets to support.
Scored 18/ 25- Pira

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Students making inferences using pictorial evidence, clear signs of assisted work with TA/teacher.

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Metropole - SEND activities individualised for the child's needs. They read their own stories and activities link to the text.

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Scaffolded work to develop child’s learning and move them on. Use leading questions to make them answer with even more depth.

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- EAL
- Working at blue group.
- Scored 40/40 on phonics screening.
- Evidence of progress from yellow group.

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New to English last year. Low self esteem which has increased throughout the year. She is now attempting tasks more independently. Focusing on VIPER skills.

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Stage A EAL
New to English
Use of widgets to help with understanding the language

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AS attends one guided reading lesson per week. She works with an adult to verbalize and scribe her responses. AR reading age is 06:05,.

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AS attends one guided reading lesson per week. She works with an adult to verbalize and scribe her responses. AR reading age is 06:05,.

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Metropole - EAL support focused on tense and vocabulary awareness. Able to edit and improve with prompt.

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Metropole - Lesson objects are based on 1 reading skill at a time.
More detailed answers and inference shown.

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Use of Vipers daily to build comprehension skills.
Evidence on SeeSaw or in books.
Use of AR and NGRT to inform data.

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Differentiated texts and vipers for SEN.
Occasional links to whole class texts where feasible.

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Cloze procedures at the start of lessons with no word bank, child is able to choose a suitable word to complete the sentences.

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Well structured written responses. This child can express their thoughts on the text using the key words from the question.

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Describing a setting

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This student shows evidence of ability but has struggles with written expression.

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Reading Ages - 10:07 using PIRA.
NGRT scores - 10:11, 11:10, 12:04, 15:00

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Reading ages
PIRA - 8:05 - 9:10
NGRT 9:10,  9:07, 9:10

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Reading Ages
PIRA below 8:05
NGRT - 7:05, 7:09, 8:10,